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Recollections of Exhibits : Stimulated Recall Interviews With Primary School Children About Science Centre Visits

机译:回忆展品:刺激的回忆回访小学生对科学中心的访问

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摘要

One issue of interest to practitioners and researchers in science centres concerns what meanings visitors are making from their interactions with exhibits and how they make sense of these experiences. The research reported in this study is an exploratory attempt, therefore, to investigate this process by using video clips and still photographs of schoolchildren’s interactions with science centre exhibits. These stimuli were used to facilitate reflection about those interactions in follow-up interviews. The data for this study were 63 small group interviews with UK primary school children (129 students, ages 9-11). Interviews were transcribed and then analysed for common themes. The analysis presented here explores how students explain or interpret particular exhibits and the extent to which they were cognitively engaged by the process of observing their interactions with exhibits. The findings show that digital media enable students to revisit their experience and engage them with the content underlying science centre exhibits. There was, however, little difference between the patterns of response stimulated by video as opposed to photographs. It seems that such ‘revisitations’ of exhibit interactions could serve as a valuable means of developing further students’ scientific concepts and exploiting the value for learning from the experience afforded by informal contexts.
机译:科学中心的从业人员和研究人员感兴趣的一个问题是,参观者从与展品的互动中所产生的意义以及他们如何理解这些体验。因此,这项研究报告的研究是一项探索性尝试,因此,将通过使用视频剪辑和学童与科学中心展品互动的静态照片的照片来调查这一过程。这些刺激被用来促进在后续访谈中对这些相互作用的反思。这项研究的数据是对英国小学生(129名学生,9-11岁)进行的63次小组访谈。采访被转录,然后分析共同的主题。此处进行的分析探讨了学生如何解释或解释特定的展览品,以及通过观察他们与展览品的互动过程而在认知上参与的程度。调查结果表明,数字媒体使学生能够重新审视他们的经验并使他们参与科学中心展览的内容。但是,与照片相比,视频刺激的反应模式之间几乎没有差异。展览互动的这种“重新审视”似乎可以作为发展进一步的学生的科学观念并从非正式环境提供的经验中学习价值的宝贵手段。

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